esra

Furniture, TP3 - Elementary, A2 level

Furniture, TP3 Elementary, A2 level

Description

In this lesson, SS start the lesson with a warm up activity. It's a WC activity and it is called "Hangman". The words are going to lead them into the lesson directly. First, they will see some pictures from the projector and try to remember the meanings. Then, I will show some flashcards and ask them to label them. Afterwards, we have a reading and a listening part which are related to each other. In the last step, SS are going to do speaking activity.

Main Aims

Subsidiary Aims

SS will be able to use and understand the words learnt in the lesson

Procedure (45 minutes)

Warmer/Lead-in (7 minutes) • To set lesson context and engage students

At the beginning of the lesson I will greet my students, "Good morning, hope you are doing well". Since they have learned the parts of the house the previous day I want them to remember the words in an entertaining way. T draws little lines and starts asking questions [hangman]. T wants them to remember the previous lessons and asks "bedroom, bathroom, balcony, living room." To point the leading lesson T asks "furniture".

Exposure (7-0 minutes) • To provide context for the target language through a text or situation

In this section, T shows students different pictures by projector and gives the instruction "Look at the pictures! What rooms are they?" After showing the pictures, T asks "What did you see in these pictures?" T shows a chair and elicit the term. SS will say "chair" then the T writes chair on the board. Then the SS will say more objects shown in the pictures. After elicitation, T draws a circle in the middle of the board and writes "furniture".

Highlighting (8 minutes) • To teach them the correct pronunciation

In that step, I will use flashcards which will be ; a fridge, a stereo, a sofa, a television, a cupboard, a wardrobe, a cooker, a rug, picture and a bed. In addition to this I will use real objects such as; a chair, curtains, a computer, a clock, a desk and plant. After showing the flashcards, I will drillI and stick it to the board. Then I will divide the class into groups of 3, give them papers that is written the names of the objects and want them to stick either on the real object or under the flashcard. Other groups come, check and discuss the answers.

Reading for a specific information (7-0 minutes) • To engage the students to the lesson

T writes three questions on the board : "1) Does Shelly like her flat? 2) Where is Claudia from? 3) Does Shelly want to see her parents?". T gives handouts to the SS and says "Look at the conversation and find the answers. T says "discuss the answers with your partner".

Listening for gist (6-0 minutes) • To let SS have a whole idea about the recording

T divides the class into 4 groups. T shows Shelly's room by projector. "What do you see in that picture?". Teacher waits SS to think it aloud. Then I will ask "Is it Shelly's room?". They will say "No". I will say "Yes, it is." They will be confused and I will say "Then, Shelly didn't say the truth. She lied". Let's listen the passage and underline the false information." After listening the passage I will ask them to come to the board and underline the false sentence.

Free Practice (10 minutes) • To provide students with free practice of the target language

In that stage, I will divide them into groups of two. I will give them pictures but they won't be the same. One student gets picture A and the other student gets picture B. Each student will ask questions about the other picture.